Language Residents

an archive of lesson plans

Tag: Dating (page 2 of 2)

RU S10 ADV Dating Culture vs. Hook-Up Culture

Class theme/topics discussed:
Dating Culture vs Hook-up Culture

How did you pick this theme or topic?
There will be a lecture on this topic on Pomona campus.

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
Handouts, videos, general discussion.

How did students react?
The discussion was lively, they seemed to enjoy the topic.

Did they engage with each other and you?
Yes.

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
Handouts, laptop, Internet.

Please attach a copy. Lesson 26_April 22_Nikas

Would you recommend this activity for a future class?
Yes.
Why or why not?
The topic seems to be discussion-provoking and relevant to the students.

Advanced Russian
Lesson 26
April 22, 2010

1. Warm-up: News of the day
2. Pre-listening:

What are the dating practices on campus? How are romantic relationships established? Etc.

3. Preparation for the discussion: watching a video
http://www.youtube.com/watch?v=iNIQENnMH0E

– Discussing the language we might need to speak on this topic
(brainstorming, scheme on the board)

– Discussing the video:
С чем вы согласны, с чем не согласны? Чье мнение вам ближе всего? Что вас удивило? Соответствует ли это тому, что вы видите в этом колледже/ вокруг?

4. Reading the text (Lesson 26_April 22_Nikas)
Make sure the students pay attention to the underlined words/expressions.
Discussion: do you think it’s the same pattern as described in the video? Why?
Do you find this model of relationships prevalent these days? Accepted? Appropriate?

JP S10 ADV Game, Blind Date

Class theme/topics discussed:
Warm-upマジカルバナナ
Matching game-1)Make your personal profile 2)Find your partner! 

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
男女が同じ数になるように分ける(男か女か書かれたカードをひく)
自分の新しいプロフィールを作る
全員とインタヴューする
誰がよかったか選ぶ
誰を気に入ったか全員の前で発表。カップルが成立すればめでたしめでたし

How did students react?
Matching game was so much fun! They enjoyed a lot!

Did they engage with each other and you?
Yes, they engaged with each other.

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
新聞・雑誌(プロフィール写真のため)

Wold you recommend this activity for a future class?
Of course YES!

Why or why not?
マッチングゲームは今日本でも流行っている婚活お見合いのようだった。
男女に分かれてお互いのプロフィールを聞き合う。全員とインタヴューできるように時間を配分して行うのだが、十分な時間を与えたつもりでも盛り上がり時間がオーバーしてしまった。They just kept on talking a lot!

FR S10 ADV – relationships #2

Relationships #2

How did you pick this theme or topic?

I didn’t have time to do all I had planned in the previous lesson, and the topic is so vast that one hour is not enough to talk about everything with 10 people. It is such a good topic to make them talk that I thought I could use it for another class.

How did you present the material? (Handouts, group work, general discussion, student presentations, etc.)

Debates in groups
General discussions

How did students react?

They reacted very well. They had a lot of ideas to build up their arguments.

Did they engage with each other and you?

Yes they engaged a lot with each other since they had to find arguments, and then to defend them.

What materials or media did you use? (articles, satellite tv, digital projector, etc.)

None

Please attach a copy.
Below is the plan I had with me in class.

Would you recommend this activity for a future class?
Yes, it was very productive, and I think that making them debate is a good way of getting them involved and productive in speech since they are often competitive and want to win.
They were so interested that we kept on talking about this topic in the next class.

Advanced 02/18

1. Warm-up – 10 min

2. Debate – 30 min

– 3 groups
– I ask a question with two possible answers
– each group has to take one side
– the remaining group is the jury

– 5 min to prepare the arguments
– then, debate
– then, the jury decides which group was the more convincing (they have to go out and discuss it) and explains why

questions à débattre

==> Lequel est le plus important selon vous; le travail ou le mariage ?

==> Que choisiriez-vous entre vivre avec quelqu’un qui vous aime mais que vous n’aimez pas en retour, ou vivre seul pour le reste de votre vie tout en aimant une personne qui ne vous aime pas en retour ?

==> Est-ce plus facile ou plus difficile de vivre avec quelqu’un d’une autre nationalité ?

==> Le mariage est-il pour la vie ?

3. General questions – 20 min

==> What are some dating and marriage customs in your country?
• If you are a man, and a woman asks you for a date, do you feel you should pay, or that the woman should pay?
• Do you “go Dutch” when dating?
• What are your country’s norms or laws on displays of public affection?

==> What do you think of the show ‘the bachelor’?
==> How long does it take for dating to become a relationship?
==> What do you consider cheating in a dating relationship?
==> At what age do most people in your country get married?
==> What is a wedding ceremony like in your country?
==> Do you know of any superstitions connected with weddings?

FR S10 INT – physical appearance + clothes

Physical appearance
Clothes

How did you pick this theme or topic?

There is a lot of activities to be done on this topic – and there is so much vocabulary that I think it’s good for students to practice it in various situations and exercises.

How did you present the material? (Handouts, group work, general discussion, student presentations, etc.)

Handouts – match the words and the images (3 pages)
Discussion about clothes
‘Interviews’
Drawing game

How did students react?

They reacted well. I think they liked the drawing game because it was the most interactive activity of the lesson – they had to produce sentences, and not only words.

Did they engage with each other and you?

Yes. They had to ask questions to each other and also to me about vocabulary.

What materials or media did you use? (articles, satellite tv, digital projector, etc.)

White board
Handouts
Pictures from magazines or the internet

Please attach a copy.
Below is the plan I had with me in class.

Would you recommend this activity for a future class?
Yes, I think it was good for their vocabulary.

Intermediate 02/16

1. Warm-up – 5 min

2. Vocabulaire – 15 min
– fill out the three pages
– correct it

3. Description physique – 10 min
– Décrire comment le voisin est habillé
– decrire comment ils s’habilleraient s’ils allaient a la mer, a la montagne, a une fete, en cours, faire du sport, a un rendez-vous

4. Partenaire ideal – 10 min
interview
– summary

5. Portrait robot – 15 min
– doivent décrire la photo et l’autre doit poser des questions et dessiner sur le tableau

Poser des questions sur…

– les yeux
– les cheveux
– le nez
– la forme du visage
– a-t-il une barbe, moustache… ?
– un accessoire ?

6. Projet – 5/10 min

FR S10 ADV – relationships

Relationships

How did you pick this theme or topic?

Valentine’s Day was over but relationships are a topic that usually interest students and that involves a lot of speech. Various activities are possible.

How did you present the material? (Handouts, group work, general discussion, student presentations, etc.)

Handouts they had to use to ask each other questions
General discussions

How did students react?

They reacted very well. They asked a lot of questions to each other and were curious to know more about everyone’s life and stories related to the topic of relationships.

Did they engage with each other and you?

Yes they engaged a lot with each other since they had to interview their partner, and they also engaged with me because they were also curious to know more about my opinions and my personal life (haha).

What materials or media did you use? (articles, satellite tv, digital projector, etc.)

Handouts

Please attach a copy.
Below is the plan I had with me in class.

Would you recommend this activity for a future class?
Yes, it was very productive, and I think they truly enjoyed talking about this topic.

Advanced 02/16

1. Pairs – interviews – 30 min
→ interview each other for 15 minutes

2. General discussion -30 min

JP S10 ADV Valentine’s Day

Class theme/topics discussed:
Valentines’ day 『日本のバレンタイン』
Dating and Relationships discussion
Watch YouTube Video –News about Valentain’s day 2010 『手作り&巣ごもり』

How did you pick this theme or topic?
Because Valentines’day is getting closer!

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
日本のバレンタインについて説明『義理チョコ・友チョコ・本命チョコ・逆チョコ・マイチョコ』

How did students react?
They reacted very well! I think Dating or Relationship topic always works.

Did they engage with each other and you?
Yes!

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
バレンタイン2010http://www.youtube.com/watch?v=hdqayDknOC0&feature=fvsr
Discussion- http://iteslj.org/questions/dating.html  http://www.esldiscussions.com/d/dating.html

Wold you recommend this activity for a future class?
Yes!
Why or why not?
逆チョコ・マイチョコは知らない学生がいて、会話が盛り上がった
また、Dating and Relationship discussionでは男と女で意見が分かれたり、学生の恋愛感を聞けて面白かった。今年のバレンタインデーについてのYoutube Video(ニュースより)にも大変興味を持ったようで、メモをとる学生もいた。

JP S10 INT Valentine’s Day

Class theme/topics discussed:
Valentines’ day 『日本のバレンタイン』
Picture card for Chocoalte
バレンタインデーカードを書く
Watch YouTube Video –ドキンチャンのバレンタイン

How did you pick this theme or topic?
Because Valentines’day is getting closer!

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
日本のバレンタインについて説明『義理チョコ・友チョコ・本命チョコ・逆チョコ・マイチョコ』

How did students react?
They reacted very well!

Did they engage with each other and you?
Yes!

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
ドキンチャンのバレンタインデー
http://www.youtube.com/watch?v=irtEWp4st5U

Wold you recommend this activity for a future class?
Yes!
Why or why not?
逆チョコ・マイチョコは知らない学生がいて、会話が盛り上がった。特にYoutubeVideoはおもしろかったようだ。

FR S10 INT – Physical appearance, dating agency

Physical appearance
Dating agency game

How did you pick this theme or topic?

Valentine’s Day was coming so I thought I could do something related to it while using physical appearance and vocabulary they had just learned.

How did you present the material? (Handouts, group work, general discussion, student presentations, etc.)

Handouts
Dialogue

How did students react?

They reacted well, I think they enjoyed it because it was a bit different from what we had done in the past lessons, and they had to be creative and to imagine a whole character to embody.

Did they engage with each other and you?

Yes. They asked me questions about vocabulary and then they had to ask questions to each other as if they were actually interviewing candidates for a dating agency.

What materials or media did you use? (articles, satellite tv, digital projector, etc.)

Handouts
magazines

Please attach a copy.
Below is the plan I had with me in class

Would you recommend this activity for a future class?
Yes, totally. This worked well; they produced speech and had fun doing it.

Intermediate 02/11

1. Review the vocabulary with the missing student – 15 min

2. Dating agency
→ explain the game: they are going to fill out a form and then be interviewed for an agency specialized on dating

3. They fill out the form – 30 min

4. Interview – 2 x 5 min
→ then, each one of them is going to ask questions to the other

DE S10 ADV Speed Dating (Improved)

Conversation Class Lesson Plan

Section: Advanced Conversation
Date: February 4, 2010

Class theme/topics discussed: Speed Dating

How did you pick this theme or topic? I used this activity last semester and the students really enjoyed it. I also thought it was a great way to continue the previous lesson, where we had talked about men and women in detail.

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
Since it is easier to play this game with an even number of students, I participated in this exercise. First of all, the students created 2 different personalities. For that matter they wrote short portraits and collected pictures from old magazines. Then, we played Speed Dating. The students would talk to each other for about 5 minutes and try to get to know the other person. They would do this the same way with ‘both their personalities’. After each of the two rounds I had the students fill out a survey to comment on their respective dates. At the end I asked my students to sum up what they thought about their dates, which ones they liked / didn’t like and why, and who they thought would be their perfect match.

How did students react?
The students had a lot of fun and told me they really liked this exercise. They were also very creative.

Did they engage with each other and you?
Yes, they were talking to each other very much and they learned some new, useful vocabulary.

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
Old magazines
Portrait sheet
Survey sheet

Would you recommend this activity for a future class? Why or why not?
Yes, definitely. It is a great exercise to make your students talk. They also had a lot of fun creating different characters and acting a little bit.

CN F09 INT/ADV Romantic stories at Pomona

Class theme/topics discussed:
Project2: A Romantic story at Pomona
How did you pick this theme or topic?

Last week, students learn the topic of romance. This week, they can finish their own romantic story and output new expressions they learnt.

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)

Group work, student presentations

How did students react?

They like photo taking. It’s a little bit difficult for them to make a story within 20 minutes; however, it’s also a good way to make them have a great conversation
Did they engage with each other and you?

Yes. They engaged with each other and me pretty well and asked me questions before photo taking.

What materials or media did you use? (articles, satellite tv, digital projector, etc.)

Digital camera
Please attach a copy.

Would you recommend this activity for a future class?

Yes

Why or why not?
It gives students lots of freedom to use the language they learned and also provide a good chance for them to integrate new and old knowledge together to finish the project.

Video Show:20 MIN
Two video of young people love romance in China
Opening discussion: What do you think about the two videos?
Which is your favorite one and why?
What is the greatest difference of love and romance between young Chinese people and young American people according to the videos you watched?
What is the most interesting part for you in the two videos?
Photo taking: 20 MIN
Prepare for making photo gallery: 20 MIN
-Choosing music, editing photos, adding descriptions

CN F09 INT/ADV Valentine’s Day and Speed Date

handout__speeddate111209vocabulary list111009Class theme/topics discussed:

Valentine’s Day
How did you pick this theme or topic?

Share romantic stories and valentine’s day experience with students. Learn romance related vocabulary.

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)

general discussion
How did students react?
good

Did they engage with each other and you?

yes

What materials or media did you use? (articles, satellite tv, digital projector, etc.)

Online vidéo.
Please attach a copy.

Would you recommend this activity for a future class?

yes

Why or why not?

Students learn the cultural differences and share their personal experience related to valentine’s day celebration.

Class theme/topics discussed:

Chinese “the Bachelor”

How did you pick this theme or topic?
This speed dating show is quite controversial and popular in China and it raised many discussions about the current society issues. So I think it is a great show for students to watch and then generate general discussion about relationship and social issues.

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
General discussion

How did students react?
They find the show is quite entertaining and we had a great discussion later.
Did they engage with each other and you?

Yes.

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
Satellite tv.
Please attach a copy.

Would you recommend this activity for a future class?
Yes.
Why or why not?
It is a great way to make students immersed into daily Chinese and they also practice listening skills besides speaking.

The Chinese “Bachelor” 非诚勿扰

Questions to think before watching the show:
What things are important for girls when they are trying to find their Mr. Right?
What in common for all the guys’ self-introduction video?
What things do you think that are different of American and Chinese people about dating and choosing one’s boyfriend/girlfriend?

Questions to discuss after watching the show:
Which guy you like most? Which girl you like most?
Do you have some cultural shock or unexpected questions/answers from both guys and girls in the show?
How do you think about speed dating?

Class theme/topics discussed:

Speed Date (3)&Photos taking

How did you pick this theme or topic?

We continue our topic about romance and love. However, each of them also needs to talk about their interest, daily habits, hobbies, etc in order to find their Mr./Mrs.Right.
How did you present the material? (handouts, group work, general discussion, student presentations, etc.)

pair work, student presentations

How did students react?

They like the topic and play the game. It also challenge their language speaking in terms of describing photos and making it into a story.

Did they interact with each other and you?
Yes. They engaged with each other and me pretty well.

What materials or media did you use? (articles, satellite tv, digital projector, etc.)

Digital camera, laptop
Please attach a copy.

Would you recommend this activity for a future class?

Yes

Why or why not?
Students are interested in the topic and learn vocabulary to describe love, personal feelings, etc.
It’s also a good topic to involve other general yet personal information such as hobbies, habits and values.

RU F09 INT Project – Writing a Script for Dating Videos

Class theme/topics discussed:

Working on the Project
The goal of the class: to write the script, i.e. the monologues for each character.

How did you pick this theme or topic? n/a

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
General discussion, student presentations

How did students react?
Discussing the project provides high students’ participation.

Did they engage with each other and you?
Yes.

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
n/a

Would you recommend this activity for a future class?
Yes.

Why or why not?
It provides high motivation and interest in the task.

CN F09 INT/ADV Romantic Story in China

Class theme/topics discussed:

A romantic story in China (1)

How did you pick this theme or topic?

Love is an eternal and international story that make people talk easily.

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)

Handouts(vocabulary list), general discussion

How did students react?

They like the topic and answer my questions one by one to share their stories.
Did they engage with each other and you?

Yes. They engaged with each other and me pretty well

What materials or media did you use? (articles, satellite tv, digital projector, etc.)

Laptop
Please attach a copy.

Would you recommend this activity for a future class?

Yes

Why or why not?
Students are interested in the topic and learn vocabulary to describe love, personal feelings, etc.

1. 珀莫娜大学
2. 亨廷利书店
3. 达特茅斯大道
4. 史密斯塔
5. 撒切尔音乐厅
6. 法而瑞

RU F09 INT Project – Plan to Film Dating Videos

Class theme/topics discussed:

Working on the Project
The goal of the class: to discuss the requisites needed for the videos (clothing, accessories, setting, etc.)

How did you pick this theme or topic? n/a

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
General discussion

How did students react?
Discussing the project provides high students’ participation.

Did they engage with each other and you?
Yes.

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
n/a

Would you recommend this activity for a future class?
Yes.
Why or why not?
It provides high motivation and interest in the task.

RU F09 INT Project – Planning to Film Dating Videos

Class theme/topics discussed:

Project: Introduction
The goal of the class: to discuss the images\personalities of the characters presented in the dating videos that we’re going to shoot.

How did you pick this theme or topic? n/a

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
General discussion

How did students react?
Discussing the project provides high students’ participation.
Did they engage with each other and you?
Yes.

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
n/a

Would you recommend this activity for a future class?
Yes.

Why or why not?
It provides high motivation and interest in the task.

RU F09 INT Personality. Dating (cont’d)

Class theme/topics discussed:

Listening Practice. Personality

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
General discussion

How did students react?
They enjoyed the videos, and were eager to discuss them.
Did they engage with each other and you?
Yes.

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
Laptop, TV, Internet (Youtube.com).
Please attach a copy.
Oct 27_Verbs of Motion
Oct 27_Dating Videos
Would you recommend this activity for a future class?
Yes.
Why or why not?
It is both entertaining and educating, so it provides high motivation and interest in the task.

Занятие 16

1. Tongue-twister: Мама мыла Милу мылом. Мила мыло не любила.

2. Online exercise on the verbs of motion: http://russianmentor.net/Ru_xx/verbs%20of%20motion/1c.html

3. Dating Videos in Russian: Watching and filling in the blanks (see file Oct 27_Dating Videos).

http://www.youtube.com/watch?v=lnzqZ9TPROE&feature=PlayList&p=C434BEB267FB0063

http://www.youtube.com/watch?v=WGeAXhOaTg0&feature=PlayList&p=C434BEB267FB0063

4. Discussing personalities of the women in the videos: personal qualities, lifestyle, etc.

ES F09 INT/ADV Speed Dating

Conversation Class
Lesson Plan

Section: INTERMEDIATE SPANISH, SPAN011

Date: 10/27/2009

Class theme/topics discussed:
Meeting other people; speed dating.

How did you pick this theme or topic?
I found this funny activity on the Internet and I thought could be interesting to share it with them.

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
We created new identities for all of them dividing them in both men and women. They needed to find a picture for their new identity and fill in the basic data. Afterwards, they would be in 5 minutes dates with each of their classmates and finally they needed to choose who they liked most.

How did students react?
They LOVED the activity and had a lot of fun.

Did they engage with each other and you?
They engaged perfectly with each other and in the end, they could perfectly explain their reasons to the rest of the class.

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
A chart with some basic questions, newspaper and magazines to cut a picture out of them.

Please attach a copy.
See next page.

Would you recommend this activity for a future class?
Yes!!!!

Why or why not?
They just LOVED it.

16th Class INT
16th Class TAB
16th Class DES

RU F09 INT Describing Personality – cont’d

Class theme/topics discussed:
Personality – talking about people’s characters: continued

How did you pick this theme or topic?
As a logical continuation of the topic Physical Appearance.

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
Handouts, general discussion, pair work.

How did students react?
They enjoyed the class.

Did they engage with each other and you?
Yes.

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
Videos on Youtube, handouts.
Please attach a copy. – see below

Would you recommend this activity for a future class?
Yes.
Why or why not?
This activity encourages students to use the vocabulary they already learned, plus improves their listening skills.

Занятие 13. Характер – продолжение

1. Reading. Handout #1. From: В пути. Russian Grammar in Context. P. 147.

2. Watching “dating videos” (episodes from a Russian TV show – Женская Лига)

1) http://www.youtube.com/watch?v=fEFhpNSJeCY&feature=PlayList&p=C434BEB267FB0063

2) http://www.youtube.com/watch?v=Gm7-BvKa9xM&feature=PlayList&p=C434BEB267FB0063

3) http://www.youtube.com/watch?v=P8zyISmQsUI&feature=PlayList&p=C434BEB267FB0063

4) http://www.youtube.com/watch?v=1nw59alf7_w&feature=PlayList&p=C434BEB267FB0063

5) http://www.youtube.com/watch?v=E_mmTTkh6Wg&feature=PlayList&p=C434BEB267FB0063

Students see each video only once!

The task is to try to hear:

– Как зовут женщину?
– Кто она по профессии?/ Кем она работает?
– Какая она? (Как она характеризует себя?)
– Какого мужчину ищет?/ Что для нее важно?

CN F09 INT/ADV Brave or Crazy? 100 Kisses to 100 men

vocabulary list101309Class theme/topics discussed:

A brave girl, a romantic girl or a crazy girl? She is going to kiss one hundred men in Paris!

How did you pick this theme or topic?

It’s a hot topic among young Chinese people that a girl from Taiwan is going to kiss one hundred men in Paris and writing a book about it. This topic can be expanded including emotions, politics, family, personalities, etc. Meanwhile, it’s also a good topic for students to learn how young people, especially college students’ opinion towards this.

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)

Handouts(vocabulary list)
Video

How did students react?

They like the topic and we had a great conversation.
Did they engage with each other and you?

Yes. They engaged with each other and me pretty well

What materials or media did you use? (articles, satellite tv, digital projector, etc.)

satellite
Please attach a copy.

Would you recommend this activity for a future class?

Yes

Why or why not?

Some students already know something about it so they told other classmates about this using target language. It’s an interesting yet unfamiliar topic for them. So they also learn lots of new words except making conversation.

DE F09 ADV Speed Dating

Conversation Class
Lesson Plan

Section: Advanced Conversation
Date: 8. Oktober 2009

Class theme/topics discussed: Speed Dating

How did you pick this theme or topic? I heard about this game from a friend who said that students really liked working on this. So I thought I’d give it a try in my conversation class.

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
First of all, the students created 4 different personalities. For that matter they wrote short portraits and collected pictures from old magazines. Then, we played Speed Dating. The students would talk to each other for about 5 minutes and try to get to know the other person. They would do this the same way with all their ‘4 personalities’. After each round I had the students fill out a survey to comment on their respective dates. At the end I asked my students to sum up what they thought about their dates, which ones they liked / didn’t like and why, and who they thought would be their perfect match.

How did students react?
The students had a lot of fun and told me they really liked this exercise.

Did they engage with each other and you?
Yes, they were talking to each other very much and they learned some new, useful vocabulary.

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
Old magazines
Portrait sheet
Survey sheet

Would you recommend this activity for a future class? Why or why not?
Yes, definitely. It is a great exercise to make your students talk. They also had a lot of fun creating different characters and acting a little bit.

 

 

 

RU F09 INT Marriage

Class theme/topics discussed:
Marriage (basic vocabulary)
Dative Case – practicing

How did you pick this theme or topic?
It is congruent with the topic that students have at Russian 33 course this week.

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
Exercises, direct questioning, general discussion.

How did students react?
They liked that the conversation class is based on the companion classes at the Russian-33 course.

Did they engage with each other and you?
Yes.

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
Handouts with exercises, comics strips.

Please attach a copy.
Sept 17_Handout _2
Sept 17_Handout _3
Sept 17_Handout _4

Would you recommend this activity for a future class? Yes.
Why or why not?
Questions given to the students encourage discussion, which allows them to practice the vocabulary they learned at the Russian-33 course and at the beginning of the conversational class.

Wedding & Marriage (Students get several separate handouts – see above; Handout #1 – ex.1,2 below).

1, 2. Dative Case Revision. Preparation for the discussion.
Handouts: «Student Activities Manual: В пути. Russian Grammar in Context», 2d ed., by Olga Kagan, Frank Miller, Ganna Kudyma, p.54, ex. 3-29; p. 57 ex. 3-35.

3. Расположите в хронологическом порядке русские эквиваленты следующих выражений а) с позиции мужчины; б) с позиции женщины. (Handout #2 – for ex. 3, 4).

Wedding; to get married; to marry smb; to be married; fiancé/fiancée (groom/bride); to get divorced; to be divorced.

4. Ответьте на вопросы о парах.

Виктор и Ольга

Кто из них женился? На ком?
Кто из них вышел замуж? За кого?
Кто поженился?

Александр и Татьяна

Кто с кем развелся?
Кто разведен?
Кто разошелся?

5. Посмотрите на комикс и расскажите, что произошло. (Handout #3)

6. Прочитайте текст. (Handout #4 – for ex. 6, 7)

Какие варианты неравного брака обсуждает автор? Каковы мнения о них? Как вы относитесь к неравным бракам?
В наши дни неравный брак, в котором мужчина значительно старше своей половины, считается делом обычным. Это в XIX веке художники создавали полотна с изображением на них несчастных девушек, отданных замуж за стариков. Сегодня все не так: молодые девушки по доброй воле выходят замуж за мужчин, которые годятся им не только в отцы, но и в дедушки. Психологи говорят, что такие браки часто оказываются более прочными, чем браки между ровесниками.
А что насчет случаев, когда мужчина женится на женщине старше его? Прочны ли такие браки, возможно ли в таких семьях счастье? Специалисты в области семейных отношений говорят «да». Счастливые браки, в которых жена старше мужа, возможны, но редки. Известен брак Агаты Кристи. Ее муж, по профессии археолог, был моложе писательницы на 15 лет. Профессия мужа давала Агате Кристи повод для шуток. Писательница любила говорить, что для археолога женщина должна быть как можно старше, ведь тогда ее ценность значительно возрастает.

7. Расскажите…

1) У вас есть невеста/ жених? А у кого-то из ваших друзей?
2) В каком возрасте (во сколько лет) вы хотите жениться/ выйти замуж?
3) Как вы относитесь к студенческим бракам?
4) У вас есть друзья и подруги, которые уже женились/ вышли замуж?
5) Как вы думаете, хорошо ли, что можно разводиться?
6) Как вы считаете – брак должен быть на всю жизнь?

ES F09 INT/ADV Relations Men-Women

Conversation Class
Lesson Plan

Section: INTERMEDIATE SPANISH, SPAN011

Date: 09/08/2009

Class theme/topics discussed:
Friendship between men and women.

How did you pick this theme or topic?
I thought it might be interesting for them to know some of the vocabulary it is used in this kind of situation.

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
We started with a little advertisement from Argentina that I wrote down for them and discussed the differences between Spanish from Argentina and Spain. Later I gave them another page with an article from a magazine about the topic and asked some questions about it, and we finished watching a short movie about the same topic and drawing conclusions.

How did students react?
They really liked the audiovisual material and found really funny both the ad and the short movie (Yo tambien te quiero). They were interested and talked a lot, but ones more than others.

Did they engage with each other and you?
Yes, most of them.

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
Articles and youtube videos.

Please attach a copy.
See next page.

Would you recommend this activity for a future class?
Yes.

Why or why not?
They liked the topic and had a chance to ask a native speaker all this vocabulary they wouldn’t ask a normal professor. They were interested but they are still shy and didn’t speak as much as I wanted.

3rd Class INT
3rd Class INT texto
3rd Class INT Intro

Anuncio 1

Hey, vos1!
Sprite tiene algo para decirte: tu amigo te tiene ganas2.
Mira, atrás de ese mejor amigo se esconde un caldero3 de hormonas que está al acecho4, esperando que tengas un momento de debilidad…
Masajes, mimos, roces, cualquier excusa es buena para tocarte.
De donde sacaste esa idea ingenua de que él es tu amigo?
Él ya tiene un montón de amigos y tienen pelos en las piernas!
Pensás5 que te entiende. No, solo te imagina sin ropa.
Aun así, darías todo por él, y él te daría6 porque… te tiene ganas.
Las cosas como son.

1 y 5: Acento argentino. Las forma vos es muy común allí. Además modifican la segunda persona del singular (piensas → pensás).
2: Tener ganas a alguien: Dos significados. Según el diccionario español: Tenerle rechazo o repugnancia a alguien o algo. En Argentina: Tener deseo sexual hacia una persona (to fancy).
3: Caldero: caldron.
4: Estar al acecho: Observar, aguardar cautelosamente con algún propósito.
6: Darle a alguien: en slang, querer tener sexo con alguien.

Article

Amistad entre hombres y mujeres
Puntos a favor y otros en contra de este tipo de amistad:
A FAVOR
Tener un amigo (o una amiga si eres hombre) nos permite entender más sobre la manera de pensar del otro. Entender su opinión, su forma de ser y sus prioridades nos puede abrir la puerta a una mejor relación de pareja, basada en una mejor comprensión del punto de vista del sexo opuesto.
No hay competencia. En algunas personas, competir con los de su mismo sexo es algo innato, que desaparece en esta clase de amistad.
Podemos compartir charlas sobre temas impensados, lo que nos hace aprender sobre muchas más cosas (para las mujeres, por ejemplo, desde cómo cambiar la rueda de un auto hasta entender cómo forma un equipo de fútbol).
EN CONTRA
Nuestra pareja puede tener celos…
La atracción… No solo sucede en películas como “Cuando Harry conoció a Sally”, la realidad es que acostumbrarse a una persona muchas veces deriva en sentimientos inesperados.
Que sea una amistad “encubierta”: es común “hacerse” el amigo o la amiga para estar cerca de esa persona y así conquistar su corazón. En muchas circunstancias, da buen resultado, pero no se trata de una amistad sincera, y de alguna manera estaríamos engañando a la persona que confía en nosotros…
Si además añadimos el sexo en este tipo de relación, una de las dos partes probablemente quiera que la amistad cambie de categoría y se transforme en noviazgo… y cabe la posibilidad de que se suscite un problema (y el fin de la amistad) si no es correspondida.

¿Crees en la amistad entre hombres y mujeres?
¿Tienes amigos/as del sexo opuesto?
¿Crees que tarde o temprano alguno de los dos va a sentir algo más?
¿Más aspectos positivos y negativos?

CN F09 INT/ADV What is “KenLaoZu”

Class theme/topics discussed:

What is “啃老族”?Where am I in China?

How did you pick this theme or topic?

Nowadays, many young people in China choose to live with parents even after they get jobs or get married. The main purpose of that is to save money. However, this is quite controversial. Different people have various ideas towards this situation and it is a good topic for students to discuss in order to provoke conversations.
For the game is just to let students have fun and know more places of interest in China.

How did you present the material? (handouts, group work, general discussion, student presentations, etc.)
Picture maze, handouts, discussion and role play

How did students react?
Students love playing picture puzzle and they figure out the meaning of “啃老族” with the two pictures.
Also they like to play the roles of as “啃老族” and parents to make conversations.

Did they engage with each other and you?

Yes

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
Pictures(explain 啃、老、族)

Please attach a copy.

Would you recommend this activity for a future class?

Yes.

Why or why not?
Students love to play the picture puzzle and after that they are more active in making conversations. The game goes well because students are quite competitive to try to get more correct answers and therefore they have to organize their target language to tell more information to their classmates.

FR F07 INT – tv show “Un gars, une fille”

Exercise to have them react to images and express themselves as quickly as possible.
Then we watch “Un gars une fille” which is a short TV program, a series of skits about a young couple in their everyday life.

How did you pick this theme or topic?
I wanted to work both on their oral comprehension and on their ability to speak. I had planned some skits too, but we did not have time to do them.

How did you present the material? (Handouts, group work, general discussion, student presentations, etc.)
Screening, pairs group

How did students react?
They loved the first exercise, which was really hard. Basically they saw a series of images that they had to describe to their classmate, sitting in front of them, and who could not watch the screen. They realized how hard it was to describe basic situations when you have no time to think about the vocabulary. Sometimes, they all had difficulties finding the same word, and when I had to give it to them, They were all like “ of couuuuuuuuuurse” That was a very fun activity and they asked to do it twice.
Then, we watched this TV show, and II asked them specific questions to check their understanding. I think they really liked the show even if it was hard to understand, because again, thanks to the visual elements, they could catch some information.

Did they engage with each other and you?
Yes, especially during the first exercise

What materials or media did you use? (articles, satellite tv, digital projector, etc.)
You tube videos

Please attach a copy.

Would you recommend this activity for a future class?
Yes!, but maybe I would work on a shorter video ( maybe 3 minutes) and I would ask very specific questions.

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